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东湖中学小组实习教案(高一上)
发布时间:2009-12-03       编辑:admin

Warming Up
谭蔚 严昕 刘娟 张杏 孙琳莉 彭小春 肖玢 危凯
(普通高中课程标准实验教科书—英语1(必修),人民教育出版社,2009年6月)
Objectives:
 
1. Various forms of travel and advantages and disadvantages for each kind of travel.
2. Use the present continuous tense to express the future action.
3. To allow students to know how to make a travel plan, and teach them how to use the present continuous tense.

Teaching steps:
1、Lead-in:
Good afternoon, everyone. Today we will have a very good topic for us to discuss. That s travel. I believe that many of you have been to many places and i want you to share your experience.

5W:
1. When did you have your last travel?
2. Where did you go?
3. What did you do?
4. Why did you choose that places?
5. Who did you get there with?

1H: How did you get there?

2、Warming up:
If we have three day off next week and we can travel together, we should make a travel plan together. The first question i want to ask you is that: what should we consider if we make a travel plan?

Destination
Transport
Budget
Weather
Length of staying
Where to stay
Preparation

1. Destination:
 Work in pairs to choose a place on the map on P57 and persuade others to agree with you.
 Where are we going?
 Why do you choose it?

2. Transport:
                          Advantages        disadvantages
Bus
Train
Ship
Plane
Bike
Foot

3. Budget: how much money are you taking?
4. Weather: how is the weather going to be there?
5. Length of staying: 3 days
6. Where to live: where are we living?
7. Preparation: what are we taking?

So we have made our own travel plan. I want you to make the dialogue by using 5W and 1H according our travel plan.

When are we leaving?
Where are we going?
What are we doing there?
Why do we choose that place?
Who are we going with?
How are we getting there?


3、Homework:
Write a composition about your travel plan.

Tips
1、过渡自然。
2、活动不能太多,否则学生的注意力会被转移到活动上。
3、适当补充课外知识,以拓宽学生的视野。
4、尽量找学生感兴趣的

Reading One (Intensive reading)
Aims:
 1. Develop the students’ reading ability and let them learn to use some reading strategies, such as skimming, scanning.
 2. Stimulate the students’ love and emotion for travelling.
Objectives:
1.Develop the students’ ability of brainstorm.
2.Get the students learn the type of writing.
3.Develop the students’ ability of implied meaning.
Step1. Pre-reading
1.Imaging and lead in
 Teacher asks the students some questions:
Has anyone of you ever been to Yunnan Province?
How did you get there?
What was your route (From … to …)?
(If not, let the whole class suggest the transport.) 
2.Situation design
Teacher: now let’s imagine that if we are in Tibet. We want to go to Kunming and we can only go there by bike. Can you imagine how the journey will be? Will it be easy or very hard? 
Students: it will be hard.
Teacher: now let’s read the writer’s experience together.
Ask the students to turn to text, and read the writer’s experience. 
Step2. Reading
8. Skimming
①Let the students mark the route of Mekong River with their red pens. The teacher draws the route on the blackboard at the same time.
②Ask the students to read the title and the sub-title. Let them think about the relationship of the “dream” and the “plan” during their skimming.
③Give the students 4minutes to finish the skimming of the whole text.
After the skimming
Teacher: Now can you tell me the relationship of the “dream” and the “plan”? Which shall come at the first place? You can refer to the writer’s experience.
Students: The dream should be put at the first place, because Wand Kun and Wang Wei first have the dream of having a bike trip, then they made the plan to make it become true.
Teacher: Quite good! Thank you for your answer! So do you all agree with him?
Students: yes!
Teacher: I also agree with him. If you want to do something successfully, you should have the dream which is the foundation of every success. The dream would encourage you to improve yourself in many aspects. Then we meet the new challenge: how to realize the dream?  Here the plan will show its importance: with the plan, we can get well prepared and finally realize the long cherished dream.
9. Scanning
The first paragraph:
①Let the students to go over the querstion1&2 in exercise 1 in page 19.
②Ask the students to find out the 4W& 1H while they are reading the paragraph. (who, what, when, where, how)
③Ask a boy to read the first paragraph for the whole class.
④After the reading, check the 4W& 1H and tell the students the type of the reading—narration. Compare the narration and the exposition.
After the reading:
Teacher: so can you tell me answer of the 4W& 1H?
Student: who—Wang Wei and Wang Kun
       What—they took a bike trip.
       When—after they graduated from college.
Where— along the Mekong River.
   How—by bike.
Teacher: good! Now with this 4W& 1H, can you tell me the type of the text?
Students:记叙文。
Teacher: in English, we call it narration. Usually when we read or write a passage, we should pay attention to this 4W& 1H, which can help us get the general idea of the passage. Do you still remember the lesson we learnt in Unit2—the road to modern English? So what’s the type of that lesson?
Students:说明文。
Teacher: exposition. Usually the explosion is more formal than the narration, which means the style of narration is freer. And the exposition is informative.
Teacher: now let’s check the answer of queation1&2, I think we can find the answer in the 4W,isn’t it?
The second paragraph
1.Ask the students to go over the question5 in exercise.
2.Explain the meaning of attitude and let the students find out Wang Wei and Wang Kun’s attitudes while they are reading.
3.Ask a girl to read the paragraph for the whole class.
4.After the reading, give the students some blank filling to let them finish.
The blank filing:
Wang Wei’s attitude
①She can be really____.
②My sister doesn’t care about ____.
③She gave me a ____ look—the kind that said she would not ____.
④She seemed to be ____about the journey.
⑤She said it would be an ____ experience.
⑥Once she has _____, nothing can change it.
The last paragraph
1.Let the students go over the question 3,4 &6 in exercise1.
2.Ask the whole class to read the paragraph together.
3.Finish the map on the blackboard with the geography situation. (Ask the students to point out the geography situation in different areas.)


Step3. Conclusion
Let the students close their books. The teacher leads them to summarize the knowledge learnt in this class.
3. In the skimming, the relationship between the dream and the plan.
4. In the scanning:
5. In the first paragraph, the type of the text—narration. The 4W & 1H.
6. In the second paragraph, the analysis of the charactors’ attitudes.
7. In the last paragraph, the geography situation along the Mekong River.
 Step4. Homework
Ask the students to retell the text in their own words within 200 words.


Tips
1.让学生做skimming 时,要先说明问题,让他们带着问题去阅读
2.不管是从warming up 转到 reading, 还是段与段间的转换,都要衔接自然,不能生硬的从一个部分跳到下一个部分
3.对学生的指令要准确,明了,易懂。宁可多重复几遍指令或对指令进行解释,也不能让学生对指令模模糊糊的,搞不清楚状况
4.要尽量多用英语进行课堂教学。就算班级的整体基础不好,也尽量尝试用简单的英语进行授课,这样可以让学生熟悉英语环境,提高听力能力
5.对于学生的回答要及时给与反馈,多鼓励
6.学生回答问题后,教师要明确正确答案,否则部分同学会不知所以然
7.要在reading 中贯穿阅读技巧的训练,例如skimming, scanning, guessing.
8.进行skimming 训练时,尽量不要放磁带录音,应该让他们自己阅读(权威人士建议)
9.为提高课堂的有效性,合理利用时间,可多准备一些备用内容,以免多余时间被浪费掉
10.板书尽量不用绿色或蓝色粉笔,因为对比不明显,后排学生可能看不清楚,建议多用黄色,红色和白色粉笔
11.一节课的末尾可以带领学生做一个课堂小结,巩固本课所学内容
12.讲语言点时尽量教学生怎样理解记忆(如联想记忆,形象记忆),而不要只告诉他们语言点是什么。

Reading Two (extensive reading) ------A Night in the mountains
Important points
1.Develop the students’ reading skills by extensive reading
①learn to read between the lines
②learn to use reading strategies
③learn to summarize the main idea and retell the text by some charts and key words
2.Let the students master some important words and expressions
①For those very important vocabulary, repeat their usages and make examples to highlight their importance
②For those less important vocabulary, emphasize its meaning and usage
③For those lest important new vocabulary, make out its meaning
Difficult points:
1.Let students understand the text thoroughly
①students should have a general review about the text
②they should also understand every sentence in detail
2.Find the sense group and get the author’s feeling through listening
①Have a general understanding of the rising tone and falling tone
②Distinguish the sense groups of each sentence
③Get the author’s emotion towards each sentence
Teaching Methods:
4.Task-based teaching and learning
5.Discussion
6.Reading
7.Listening
8.Writing
Teaching steps:
Step 1: Revision
[Let students recall the main idea and content of the previous text]
Q1: what’s the title of text 1?
Q2: what’s the main idea of text 1?
Q3: make a summary of text 1 by the help of the chart
 Wang wei                  Wang kun
Their dream Take a great bike trip
Their preparation Both of them bought expensive bikes, got their cousins interested in cycling 
Their agreements They will enjoy the trip, they will see a lot of the Mekong
Their disagreements They must start in Qinghai so they don’t need to prepare much It is too cold and too high to start in Qinghai, using the atlas is very important

Step 2: Lead-in
show some pictures of Mekong to the ss
What do you think of these pictures?
Can you describe the Mekong?
What’s the weather like there?
Do you want to go there?
   Can you tell me something about Tibet?
   Suppose you were visiting Tibet, how would you spend the nights?

② Careful Reading
[Read the text again and fill in the chart in three minutes. Ss can underline your answers in your book]
see 
hear 
do 
feel 

language points
③Ask students read the text. Every students in charge of two sentences and the teacher can explain the language points for them]
Snowing 下雪 下这一动作 fall
be dressed in 穿着
our legs were so heavy and cold = they were tired and felt very cold
blocks of ice 一块冰= heavy and cold
have you ever seen snowmen ride bicycles?= it was snowing while they were cycling
stop to do VS stop doing
停下来做 VS 停止做
eg. He stopped to talk with me.
   He stopped talking.
Put up 穿上
Stay awake 保持清醒
△So…that 如此 以致
He was so stubborn that he lose many chances.
Froze 结冰
Setting sun 落日, 夕阳
Rising sun 旭日,朝阳
△ as usual 照常, 与往常一样
 eg. He arrived early as usual.
Reliable 可信的, 可靠的
eg. The news is reliable.
be able to do 有能力做
fun 乐趣
funny 滑稽的,可笑的
butterfly 蝴蝶
yak 牦牛
sheep 单复数同行
Q: why they had to change their caps, coats, gloves and trousers for T-shirts and shorts?
Because it gradually became much warmer.
Midnight 午夜 at midnight 在午夜
Flame 火焰,光辉 Olympic flame 圣火
△ beneath prep. 在‥之下 【有具体与抽象的区别】
抽象意义上,表示社会地位的低下
adv. 在下方
eg. She married someone who is beneath her.
   It was beneath him to have a lie.
Join in 加入某组织
Jion sb 加入某人
Join sth 一般指加入大型的‥ join in the army
Hardly 几乎不
We can hardly wait to see them!

Step 3: listening
[just now we knew that they spent a night in a Tibetan mountain.] now listen to the tape and mark the rising and falling tone of each sense group from “ to climb the mountains” to “T-shirts and shorts.” Then I’ll ask some students to immitate the tone.
13. tell them the basic rules of intonation
uncertain↗ certain ↘
narration ↘ questions ↗

step 4: writing
[since the text is a travel journal, let us do a writing practice. Imagine that you are a friend of Wang wei, write a short letter to her. And ask her to describe “how she feels, what she is doing and something you want to know about.”]
① turn to page 23 and look at the writing part.
② There are already some questions. Can you think of more questions about their journey?
 What do you want to ask wangkun and Wangwei?
③ pick some person to report their questions.
④ Give them a sample writing
Hi, brave girl,
How I worry about you and Wang Kun! Do you have a good time now? I hope so. What are you doing now? Are you still in Laos? Can you tell me something about people’s life there? When are you leaving Cambodia? When you get there, tell me about the Buddhist temples there. Please send me some photos with your next letter! Well, have a good trip and don’t forget to write to me! Give my best wishes to Wang kun. Good luck on your journey!
Take care!
Yours,
Xxx
⑤ emphasize the writing pattern for everyone

Step 5: homework
⑤ finish your own writing
⑥ write down the useful expressions on your notebook
⑦ finish reading the passage in workbook on page 59 “the end of our journey”

Tips
④ 本课为泛读课程,主要让学生了解如何阅读一篇英语文章
⑤ 语法部分一定要突出重点,打三角符号的可以重点讲,其他的带过就可以
⑥ 每个部分过渡一定要自然,不要给人一种对着教案讲死课的感觉
板书要分块,比如重点语法在左边,补充了解词汇在右

Grammar in Unit 3

Topic : the present continuous tense expressing future actions
        (现在进行时表将来的动作)
Duration: 45 minutes
Teaching Aids:  blackboard, dictionary, etc.
Important points:
⑦ how to understand“位移动词”(或趋向性动词)
⑧ when we need to use the grammar.
Difficult points:
⑧ how to distinguish the present continuous tense, the future tense ;
⑨ how to practise the grammar in communication.
Teaching Objectives:
  1. knowledge aims:
to make the students master the usage of present continuous tense,and get them know the difference between different tenses;
    to present some new words related with travelling (the topic of the unit);
 2. ability aims:
    to train their inductive skills (归纳法) for finding the grammar rules;
    to make best use of dictionary for independent study and better understanding.
    to increase their conciousness of using the grammar in daily talking .
3. emotional aims:
    to establish their confidence on English grammar-learning ,as well as other aspects of English by more encourages and simplify the grammar;
    to enhance their sense of being cooperative, independent.


Pre –grammar :5minutes
a) review the activities of exercise2 ,find the similarities from the sentence patterns (inductive skill training)
(请同学们归纳时可能出现” are + v-in”,因为例句都是are you…
 老师需补充例子,e.g. Where is she leaving? )
b) Ask someone to present (if no one ,teacher can give them hints ,e.g. “When are you leaving ?” )
c) Teacher introduces the grammar—explains the name of it.
(“What are you going to do …” 联系以前的, 说明这已经学过,减轻学生的紧张感)
While-grammar: 30 minutes
     Meaning ---“Tense “, look up the word in Oxford Dictionary
        “Any of the forms of a verb that may be used to show the time of the action or state expressed by the verb.”
      (从此处分析时态的基本或本质涵义,了解透析,鼓励学生以后理解一个新的“concept”最好找找字典)
 Features----举例“I am sleeping now .” v.s. “I am sleeping this afternoon.”
        1)时间状语不一样,当按计划动作要发生时,用现在进行时表将来,所以一定要带状语,用此用法时
            2)“位移动词”(表位置移动含义的动词及少数其他含义的不及物动词; 采用现在进行时表示一个最近按计划要做的事。)如下:
       arrive begin come close die  drive end  fall fly go give have leave for  land   move  meet  remain  return 
see off   start  stay  sleep  travel  take  take off
     (高潮:use the sign language 手语 to help students better understand and memorize the verbs. Besides, sign language is very lively, which really can call students’attention and interest.)(也可以请学生自己猜猜手语该怎样表现,如“die”,结合手语的自然原则,学生和热情很乐意配合)
      Activity: work in pairs, one makes a sentence with the pattern “be + v-ing”and do with the sign language ; the other checks.
             (老师的示范很重要,如,“meet” ,while doing the sign language of “meet”, the teacher says,”I am meeting Chairman Hu tomorrow!”)
             Students’ presentation
⑨ practice, do exercise2 on page21, and then ask girls to play W ,and the boys for  R.

Post-grammar:5 minutes
      Summary (may be first invite students, teacher just makes up.)
      Time for questions.
   
 Homework:
workbook page57,exercise1,and exercise2—write a plan based on the map and the sentence patterns.(提醒注意时态—还没发生)
     preview reading 1

Principles:
     4-P Teaching Modle: preparation  practice  presentation  production;
     Task-based learning ,but the clear instructions are needed;
     Key points are distinctive .

Tips:
语法也可以跟 warming-up 一起讲,不一定在后面,视情况而定;
每个步骤衔接要自然,有逻辑性:从概念的内涵到外延再到用法;
语法举例子,作比较是比较有效的方法;
 一堂课要有重点难点和高潮;
时间把握上,要设置弹性时间,讨论时间是灵活机动的;
点人回答问题时,要提醒其他同学“大家判断是对是错”;
学生回答不积极的话,或没反应,老师得不到效果的反馈时就“reading”找找英语的感觉;
老师有激情,能将干燥的语法放回滋润的语言的美地里(也可以中文,手语,等等,只要能帮挖掘出语言的自然美及乐趣)

 
 
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